To help maintain the focus on the vision and goals throughout the school year, the school's mission and vision should be communicated to all stakeholders. I revised the following forms and included not only the school's vision and mission but also our school mascot/symbol and motto.

As a result of collaboration, encouraging and helping teachers to include the school's mission and vision and their PLC code of cooperation in their IPSA/CASA form, I was able to revised the IPSA/CASA form. Some PLC teams are now using the revised IPCASA form.

In recognition of the importance of code of cooperation as a visible guidelines for behavior, I worked with the principal to adopt and communicate the school's code of cooperation.

Revised my vision several time and during our Facilitative Leadership, I was able to develop my vision for parents.

My letter of introduction to my internship school includes my vision statement that aligned to the school's vision.

In working with teachers, I was able to create a planner that would enable teachers to engage in a collaborative process to collect and analyze data. This planner that I created will also facilitate scheduling, clustering and making homeroom assignments for all students.

Conducted survey to collect and analyze data about the school's progress in the co-teaching model. This collaborative process gave me opportunities to get the perception as well as the suggestions of all teachers involved in the implementation of co-teaching.

This assignment from my participation to the Distinguished Leadership in Practice (DLP ) taught me how to apply the PDCA cycle to study the process used to establish vision and mission in the school, reflect how important, collaborative collect and rate my internship school's vision and mission.

This excerpt from "Using Teacher Working Conditions Survey (TWCS) in the North Carolina Educator Evaluation Process" helped me gained insights on how to use the TWCS as a formative tool to identify areas of growth and improvement in school leadership and teacher effectiveness. As a future administrator, I've learned that TWCS can be used to help teachers reflect on the context in which they work and how it influences their individual performance. In particular, Standard I on the NC Teacher Evaluation Rubric is on being a leader in the classroom, school and profession is highly dependent on leadership opportunities and support structures within the school. "Teaching conditions are not about any one individual and it will take a community effort to improve. Many aspects of teaching conditions are beyond the principal’s control. No one person should be viewed as responsible for creating or reforming school culture alone."

This digital story creates a climate that challenges the community to pledge their support to the schools. It was created in collaboration with other two members of NELA Cohort 1 during our Llano Grande Digital Story Training.

1

This graph shows that 60% of the teachers implementing inclusion have been encouraged to experiment new teaching methodologies.

This technology survey conducted informs what future professional development trainings the teachers need for them to better enhance instructions through technology. This survey also informs the administrative team the technological expertise of teachers.

This reading campaign material is created in an attempt to encourage and inspire students to read.

This logic model is created in response to the problem of practice I identified at my internship school. This model serve as my guide in the implementation of my problem of practice- Teaming for Success: Co-Teaching and Inclusion Strategies to Close the Achievement Gap. This leads for improved student performance for students and engages both the special educator and general educator in the change process- from pull out model to co-teaching.

This material is a product of conducting classroom observations. Most of the questions are the actual questions asked by Mathematics teachers. Teachers don't have enough time to observe classes and learn from each other. Consolidating teachers' best practices and developing a process to share will go a long way in helping teachers improve their instructional strategies.

During my first year in NELA program, I was elected to represent the Exceptional Children Department in our School Improvement Team and I other members of the team in developing our school and identifying action steps to realize our goals.

This proposed Belmont School Improvement Plan (SIP)that I developed is already endorsed by our principal to the School Improvement Team. This SIP stems from completing one of the assignments in our Distinguished Leadership in Practice.

This plan was designed to provide structures to:

a. facilitate the collaborative development of the annual School Improvement Plan to realize strategic goals and objectives

b. use the NCTWC survey and other data sources to develop a framework for the SIP

c. incorporate principles of continuous improvement and 21st century concepts into the SIP

Through classroom observations both formal and informal, I was able to tap potential leaders who can continue what I have started even I will no longer be at my internship school. The more I worked with some teachers in different school activities, the more I get to know them. This letter s just one among the several letters I sent to different teachers as i create opportunities for staff by empowering them to assume leadership and decision-making roles.

Part of empowering teachers is providing them resources. I developed this material for the teacher as her guide in developing her own material. In sharing resources to teachers it is very important to be more explicit to tell them that this is only an example that they can modify this. It is very important to convey them the message that they are the one in-charge and I will be there to support.

One of the best books that helped me enhancing my distributive leadership skills is Leading in a Culture of Change by Michael Fullan.